SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Present information in a public setting 
SAQA US ID UNIT STANDARD TITLE
13925  Present information in a public setting 
ORIGINATOR
SGB Sport 
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-  
FIELD SUBFIELD
Field 02 - Culture and Arts Sport 
ABET BAND UNIT STANDARD TYPE PRE-2009 NQF LEVEL NQF LEVEL CREDITS
Undefined  Regular  Level 5  Level TBA: Pre-2009 was L5  5 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
Reregistered  2018-07-01  2023-06-30  SAQA 06120/18 
LAST DATE FOR ENROLMENT LAST DATE FOR ACHIEVEMENT
2024-06-30   2027-06-30  

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.  

This unit standard does not replace any other unit standard and is not replaced by any other unit standard. 

PURPOSE OF THE UNIT STANDARD 
Confidently conduct a presentation in various settings ranging from a corporate wellness program to a lecture, an informal discussion or a sports team. 

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
Communication equivalent to NQF 4. 

UNIT STANDARD RANGE 
Guides to the scope and complexity of the specific outcomes and essential embedded knowledge are provided in bullet points beneath each. These are prefaced by "for example" since they are neither comprehensive nor necessarily appropriate to all contexts. Alternatives must however be comparable in scope and complexity. These are intended only as a general guide to scope and complexity of what is required. 

Specific Outcomes and Assessment Criteria: 

SPECIFIC OUTCOME 1 
Research and plan the content of the presentation in relation to the target audience. 
OUTCOME NOTES 
1. Research and plan the content of the presentation in relation to the target audience.
For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 2 
    Prepare and organize presentation material. 
    OUTCOME NOTES 
    2. Prepare and organize presentation material.
    For Example:
  • Overheads. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 3 
    Apply technical presentation techniques with or without technical equipment. 
    OUTCOME NOTES 
    3. Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 4 
    Display optimal presentation skills. 
    OUTCOME NOTES 
    4. Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 5 
    Perform self-monitoring and adapt the presentation. 
    OUTCOME NOTES 
    5. Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•

    SPECIFIC OUTCOME 6 
    Determine and measure the outcome of the presentation. 
    OUTCOME NOTES 
    6. Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    ASSESSMENT CRITERIA     

    ASSESSMENT CRITERION 1 
    When conducting assessments, assessors must ensure that they are familiar with the full text of the Unit Standards being assessed.

    They must ensure that the assessment covers the specific outcomes, critical cross-field outcomes and essential embedded knowledge.

    As each situation is different, it will be necessary to develop assessment activities and tools, which are appropriate to the contexts in which practitioners are working. These activities and tools may include self-assessment, peer assessment, formative and summative assessment.

    The specific outcomes and essential embedded knowledge must be assessed in relation to each other. If a practitioner is able to explain the essential embedded knowledge but is unable to perform the specific outcomes, they should not be assessed as competent. Similarly, if a practitioner is able to perform the specific outcomes but is unable to explain or justify their performance in terms of the essential embedded knowledge, they should not be assessed as competent.

    METHOD OF ASSESSMENT
    Assessment should include practical demonstration of competence, either in the workplace or through work-realistic, out-of-classroom simulation.

    A range of assessment methods should be used, including:

    Direct observation - watch the practitioner carry out the task or produce a desired outcome during the course of his or her normal work under normal workplace conditions
    Product sample - examine the outcomes previously produced by the practitioner
    Simulation of a specific task - set a specific task for the practitioner to demonstrate in a simulated environment
    Questioning (verbal or written) - ask relevant questions linked to the unit standard
    Testimony - collect a portfolio of evidence from suitable people (e.g.: reports from a third party)

    Integrated assessment
    It may be more effective and efficient to assess a number of unit standards together thus reducing the overall number of assessment 'events'.
  • Consider a complete activity in the workplace (the 'whole of work' approach) and see which unit standards relate to this activity.
  • Work out how practitioners could collect evidence on a number of unit standards at the same time covering all the critical aspects of the standards
  • Ensure that commonalities that exist between a number of unit standards are captured in a way that makes sense for assessment.

    Assessing the following will ensure the specific outcomes; essential embedded knowledge and critical-cross-field outcomes are assessed:

    Demonstrated ability to make DECISIONS about practice and to ACT accordingly:
    1. Material is presented in an organized manner.
    2. Visual aids are suitably prepared with appropriate content/wording/style for the audience.
    3. The content of the presentation is relevant to the audience in terms of its size, age, needs and objectives.
    4. Presents in a confident and professional manner.

    Demonstrated ability to learn from our actions and to ADAPT PERFORMANCE:
    5. An environment is created for questions to be fielded and answered.
    6. Presentation is adapted according to the audience's responses. 
    		•


    UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS 
  • Anyone assessing a learner or moderating the assessment of a learner against this unit standard must be registered as an assessor with the relevant ETQA.
  • Any institution offering learning that will enable the achievement of this unit standard must be accredited as a provider with the relevant ETQA.
  • Assessment and moderation of assessment will be overseen by the relevant ETQA according to the ETQA policies and guidelines for assessment and moderation; in terms of agreements reached around assessment and moderation between ETQA (including professional bodies); and in terms of the moderation guideline detailed under point 4 immediately below.
  • Moderation must include both internal and external moderation of assessments at exit points of the qualification, unless ETQA policies specify otherwise. Moderation should also encompass achievement of the competence described both in individual unit standards as well as the integrated competence described in the qualification.

    Anyone wishing to be assessed against this qualification may apply to be assessed by any assessment agency, assessor or provider institution, which is accredited by the relevant ETQA. 
    		•

    UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE 
    1. Operation of technical equipment.
    2. Appropriate software programs.
    3. Content knowledge specific to the presentation.
    4. Public speaking skills.
    5. Facilitation skills.
    6. Research skills referring to content, environment, audience.
    7. Ability to structure and adapt presentation according to the characteristics and needs of the audience.
    8. Cultural considerations.
    9. Self-organisation skills.
    10. Factors of and ways of overcoming fear of public speaking.
    11. Techniques to deal with own anxiety.
    12. Techniques to research the environment. 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Problem solving relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO WORKING 
    Teamwork relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO ORGANISING 
    Self-organisation and management relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.. 
    		•

    UNIT STANDARD CCFO COLLECTING 
    Information evaluation relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO COMMUNICATING 
    Communication relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO SCIENCE 
    Use of science and technology relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures. 
    		•

    UNIT STANDARD CCFO DEMONSTRATING 
    Inter-relatedness of systems relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    UNIT STANDARD CCFO CONTRIBUTING 
    Professional development relates to:

    Research and plan the content of the presentation in relation to the target audience.
    For Example:
  • Decide on pertinent points for the presentation.
  • Content and logical flow.
  • Research group and group needs.

    Prepare and organize presentation material.
    For Example:
  • Overheads.

    Apply technical presentation techniques with or without technical equipment.
    For Example:
  • Organisation of presentation material.
  • Use of colours in the (power point) presentation.
  • Adapt presentation given environmental circumstances.
  • Contingency measures.

    Display optimal presentation skills.
    For Example:
  • Eye contact.
  • Body language.
  • Voice projection.
  • Dialogue.

    Perform self-monitoring and adapt the presentation.
    For Example:
  • Adjusting speech rate and volume and complexity of the content.
  • Observe the response from the audience and adjust if necessary.
  • Evaluate performance through the use of feedback tools.

    Determine and measure the outcome of the presentation.
    For Example:
  • Entertainment.
  • Education.
  • Motivation.
  • Informing.
  • Awareness creation. 
    		•

    REREGISTRATION HISTORY 
    As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015. 

    UNIT STANDARD NOTES 
    Demonstration of the knowledge and skills outlined in this unit standard must be consistent with the principles of:

    1. Respecting the natural and cultural environment.
    2. Accepting and maintaining a non-discriminatory attitude towards diversity including, For example: differences in gender, race, religion, physical ability and culture. 

    QUALIFICATIONS UTILISING THIS UNIT STANDARD: 
      ID QUALIFICATION TITLE PRE-2009 NQF LEVEL NQF LEVEL STATUS END DATE PRIMARY OR DELEGATED QA FUNCTIONARY
    Core  49107   National Certificate: Inspection and Enforcement Services  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  PSETA 
    Core  67691   National Diploma: Fitness  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Core  49055   National Certificate: Foreign Economic Representation  Level 6  Level TBA: Pre-2009 was L6  Reregistered  2023-06-30  PSETA 
    Fundamental  13741   Diploma: Occupation-directed Education, Training and Development Practice  Level 5  Level TBA: Pre-2009 was L5  Passed the End Date -
    Status was "Registered"     		 2003-10-11  Was ETDP SETA until Last Date for Achievement 
    Fundamental  64649   Higher Certificate: Early Childhood Development  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 
    Fundamental  48872   National Certificate: Information Technology (Systems Development)  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 
    Fundamental  22902   National Diploma: Environmental Education, Training and Development Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  ETDP SETA 
    Fundamental  13742   Degree: Occupation-directed Education, Training and Development Practice  Level 6  Level TBA: Pre-2009 was L6  Passed the End Date -
    Status was "Registered"     		 2003-10-11  ETDP SETA 
    Elective  48962   Further Education and Training Certificate: Manufacturing and Assembly Logistics (M&AL)  Level 4  NQF Level 04  Reregistered  2023-06-30  MERSETA 
    Elective  97228   National Certificate: Paralegal Practice  Level 5  NQF Level 05  Reregistered  2023-06-30  As per Learning Programmes recorded against this Qual 


    PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD: 
    This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.
     
    1. 2000 SIMUNYE SECURITY TRAINING ACADEMY 
    2. ABASUNGULI TRAINING SPESIALISTS (PTY) LTD 
    3. Abinet (PTY)LTD 
    4. Academy at Vaal Triangle (AVT 
    5. Accenture Learning Solution (Pty) Ltd 
    6. Acorser Corporate & Business Consulting t/a Acorser Academy 
    7. Added Advantage Academy 
    8. Advanced Assessments and Train 
    9. Amadi Institute of Management And Technology (Pty) Ltd 
    10. Amilak Training Center 
    11. Answer The Call Skills ands En 
    12. ATTI (Advanced Technonogy Training Institute) 
    13. ATTI IT SOLUTIONS (Bloemfontei 
    14. ATTI Nelspruit Pty Ltd 
    15. Aubrey Nyiko Business Enterprise cc 
    16. Avenida (Pty) Ltd 
    17. Bakho Skills Development 
    18. BATES COLLEGE OF TECHNOLOGY (PTY) LTD 
    19. Belgium Campus 1 
    20. Bells Technical College 
    21. BOKAMOSO INSTITUTE OF SOUTH AFRICA 
    22. BOLAND COLLEGE 
    23. BOSTON ADMINISTRATION SERVICES 
    24. Business Development Unit (PTY)Ltd 
    25. BYTES PEOPLE SOLUTIONS (PTY) LTD 
    26. Cape Innovation Technology Initiative 
    27. Capricorn College for FET 
    28. Careers IT 
    29. Caversham Education Institute 
    30. CENTRE FOR EARLY CHILDHOOD DEVELOPMENT 
    31. Chanrose Training and Development Projects 
    32. CHILI PEPPER INFORMATION TECHNOLOGY SOLUTIONS 
    33. College of Cape Town - Athlone Campus 
    34. COLLINS SEBOLA FINANCIAL SERVICES (PTY) 
    35. COLUMBUS TECHNOLOGIES PTY LTD 
    36. Computer and Careers 
    37. CTU Training Solutions 
    38. Custoda Trust 
    39. CYBER-CITY IT SOLUTIONS 
    40. D M Management and Consulting 
    41. DAB Health Care Centre 
    42. Damelin 
    43. Damelin Correspondence College (Pty) Ltd 
    44. DC Academy (PTY)LTD 
    45. DELTA ENVIRONMENTAL CENTRE NPC 
    46. Department Of Justice (head Office) 
    47. Digix Computers Services 
    48. Directflo 
    49. DM Training Consultants 
    50. Dru A Professional Further Education and Training College DAPFETC PT 
    51. DVG Media Training 
    52. DYNAMIC DNA (PTY) LTD 
    53. Early Learning Foundation Montessori Teacher Training 
    54. Early Learning Resource Unit (ELRU) 
    55. EASTCAPE MIDLANDS COLLEGE BUSINESS UNIT (Uitenhage) (WA) 
    56. EBENEZER TRAINING HOUSE FOR EARLY LEARNING 
    57. Edu Experts SA 
    58. Edu-Prof Training Centre 
    59. EDUTAK PRE-SCHOOL TRAINING AND DEVELOPMENT 
    60. EDUTEL SKILLS DEVELOPMENT PTY LTD 
    61. Ekasi IT Solutions Centre 
    62. ELASON PRO-ACTIVE SECURITY (PTY) LTD 
    63. Enjo Consultants (Pty) Ltd 
    64. Epitome Villa (Pty)Ltd 
    65. EXPLORE SOFTWARE 
    66. Facilitation Development (PTY) LTD 
    67. Falcon Business Institute (Pty) Ltd 
    68. FALSE BAY TECHNICAL VOCATIONAL EDUCATION & TRAINING COLLEGE 
    69. Faranang Business and Training Solutions PTY(LTD) 
    70. Finweb Business Consultancy 
    71. FLAVIUS MAREKA FET COLLEGE 
    72. Foster-Melliar (Pty) Ltd 
    73. Fullimput108 (Pty) Ltd 
    74. Gert Sibande Public FET College - Central Office 
    75. Get Informed Youth Development Centre 
    76. Gijima Holdings (Pty) Ltd 
    77. Global Institute for Capacity 
    78. Godisang Development 
    79. Goldfields TVET College 
    80. Grassroots Adult Education and Training Trust 
    81. HAVOHEJ CONSULTANCY 
    82. HCLS HUMAN CAPITAL LEARNING SOLUTIONS 
    83. Heirs Training and Development 
    84. HILLCROSS BUSINESS SCHOOL (PTY 
    85. Hlanganani ICT (Pty) Ltd 
    86. HUGENOTE COLLEGE 
    87. Hyperion Development 
    88. Ikusasa Technology Solutions 
    89. Inafrica General Trading Pty LTD 
    90. Information Technology Resource Centre 
    91. Ingomsotech Solutions and Trai 
    92. INGWE FET COLLEGE 
    93. intelliscient Technologies (Pty) Ltd 
    94. Isivande Projects 
    95. ISOLVE BUSINESS SOLUTIONS PTY LTD 
    96. IT Academy 
    97. IT Labs Consulting 
    98. Ithemba IT Solution 
    99. Jabulani Training & Development 
    100. Jeppe College of Commerce and 
    101. Josmap Training Institute 
    102. JUMPCO PTY LTD 
    103. K Boneng Consulting Services P 
    104. Katiso-kuno Consulting 
    105. Keep The Dream 285 
    106. Kgaka Kgolo Institute (Pty) Ltd 
    107. KHANIMAMBA TRAINING AND RESOURCE CENTRE 
    108. Kingswood Academy 
    109. Klein Karoo Resource Centre 
    110. Learnfast Training Solutions ( 
    111. Leseding Computer Systems 
    112. LETAGO DEVELOPMENT CONSULTING 
    113. Lionsden Africa Business Solutions Pty Ltd 
    114. LITTLE LEADERS GROUP (PTY) LTD 
    115. Loago Business Consulting 
    116. Lovedale TVET College 
    117. Makhophila Training 
    118. Mamelodi Digital Centre cc 
    119. Marematlou Training Institute 
    120. MAS SAFE SECURITY CC 
    121. Mash Computer Training 
    122. MASIKHULE EARLY CHILDHOOD DEVELOPMENT CENTRE 
    123. Mass Computer Training and Printers 
    124. MATHS CENTRE INCORPORATING SCIENCES 
    125. MBOWA COLLEGE PTY LTD 
    126. MENTORNET (PTY) LTD 
    127. Metanoia Ratings PTY LTD 
    128. Midnight Feast Properties 116 
    129. MIDRAND TRAINING ACADEMY PTY LTD 
    130. MILZET CONSULTING SERVICES CC 
    131. MINDWORX CONSULTING GAUTENG PTY LTD 
    132. MMELA VILLAGE TECHNOLOGIES (PT 
    133. MND Training and Projects 
    134. Mogapi Education Group 
    135. Monepe Holdings (Pty) Ltd 
    136. Montessori Teacher Training Centre South Africa 
    137. Motheo Training Institute Trust 
    138. Mothusi Management Consultants 
    139. Moving Ahead Development Agenc 
    140. Mpande Technologies cc 
    141. Mufuka Business and Technical 
    142. MWG Logistical Services 
    143. N MAHARAJ ATTORNEYS 
    144. NCC - Vereeniging 
    145. Ndulita Solutions 
    146. Netcampus (Pty) Ltd. 
    147. New Beginnings Training and Development Organisation 
    148. Nkqubela Community Developers 
    149. Northern Cape Urban College: Kimberley Campus 
    150. Northlink College 
    151. Northshore Trading 19CC t/a Makakhaunye Training and Development Agency 
    152. Nyathela Business College 
    153. On the Ball College Pty ltd 
    154. OPELONG BUSINESS INSTITUTE (PT 
    155. Orbit FET College - Central Office 
    156. OXY TRADING 735 CC 
    157. Peritum Agri Institute Pty LTD 
    158. Petra institute of Development (PTY) Ltd 
    159. Pineridge Training Centre 
    160. PMA Holding (Pty) Ltd 
    161. PNJ TRAINING ACADEMY 
    162. Port Elizabeth TVET College 
    163. Posh Multimedia 
    164. Priha Projects Pty Ltd 
    165. PROFESSIONAL CHILD CARE COLLEGE PTY LTD 
    166. Progressive School of Business 
    167. Progressive School of Business and Engineering (Pty) 
    168. Prophesy Training College (Pty) Ltd 
    169. PROSERV SA (PTY) LTD 
    170. QUARPHIX (PTY) LTD 
    171. QUBELISA MTIYA SKILLS DEVELOPMENT ACADEMY (PTY) LTD 
    172. RAKGAKALA INSTITUTE OF EDUCATI 
    173. RAMAZWI SECURITY SERVICES CC 
    174. Rasinkhu Investment (Pty) Ltd 
    175. Read Educational Trust 
    176. Redefine Human Capital (PTY) L 
    177. Reflections Development Institute 
    178. Retshetse Training Project 
    179. Revival Technologies and Academy 
    180. Richfield Graduate Institute of Technology Pty Ltd 
    181. Right 4 u College 
    182. Rofane Consulting 
    183. Rostec Technical FET College (Pty) Ltd 
    184. SANTS College 
    185. SERITI INSTITUTE 
    186. Sisekelo Sustainability Institute 
    187. Siyahluma Education Institute 
    188. SIYANIVIKELA SECURITY SERVICES 
    189. SNAP SOLUTIONS NETWX PTY LTD 
    190. Social Emancipators Transformers NPC 
    191. Sokwanya Trading (Pty) Ltd 
    192. South Africa Advanced Skills Institute(SAAI) 
    193. South African ABET Development Agency SAADA 
    194. SOUTH AFRICAN CORPORATE TRAINI 
    195. SOUTH AFRICAN LAW SCHOOL 
    196. SOUTH AFRICAN LAW SCHOOL RANDBURG 
    197. South Cape Public FET College - George Campus 
    198. South West Gauteng Tvet College 
    199. SPLS Consultants (Pty) Ltd 
    200. SPS Consulting (Pty) Ltd 
    201. Step Ahead Computer Training Centre 
    202. SUCCESS BUILDERS INTERNATIONAL CC 
    203. Sunshine Community Outreach Ministry of Youth With A Mission 
    204. Supreme ICT Consultants 
    205. Sustainability Institute Trust 
    206. T Mabuya & Associates (Pty) Ltd 
    207. Taal-Net Training Institute 
    208. Talent Development 
    209. TBL Empowerment Hub 
    210. TDM Management Consulting Pty Ltd 
    211. Teachers Learning Centre (Pty) Ltd 
    212. Tembe Service Providers 
    213. Tendazwau Trading 8 (PTY) LTD 
    214. Terry Computer Services cc 
    215. Thasha Training and Consulting 
    216. The College of Modern Montessori 
    217. The Finishing College (Pty) Lt 
    218. THE GMC GROUP PTY LTD 
    219. The Iscariota Group (Pty) Ltd 
    220. The Port Elizabeth Early Learning Centre 
    221. THE WELLNESS SPECIALIST 
    222. THUKAKGALADI INTEGRATED DEVELOPMENT PROJECT 
    223. TIPP ACADEMY (PTY) LTD 
    224. Titan Trade Technologies 
    225. TLHARIHANI TRAINING CENTRE (PTY) LTD 
    226. Tlou Foundation College 
    227. TORQUE TECHNICAL COMPUTER TRAINING PTY LTD 
    228. Train 2 Teach (PTY) Ltd 
    229. Trainers Without Borders 
    230. Tshwane South College for (ECD Academy) 
    231. Tsima Consulting Development S 
    232. TSP COLLEGE 
    233. Two Aces Learnerships 
    234. Ubuntu Care and Development 
    235. Ukhanyiso Ebantwini NPC 
    236. Umgungundlovu FET College 
    237. Unathi Training 
    238. UNIVERSAL COLLEGE OUTCOMES SA 
    239. Varsity Institute of Science & Technology (Pty)Ltd 
    240. VERYCOOLIDEAS 
    241. VH Consulting 
    242. Visionary Skill Academy 
    243. Vodacom (Pty) Ltd 
    244. Vuselela TVET College 
    245. VUTHLARI MARKETING CONSULTING 
    246. Waterberg TVET College 
    247. Wavelengths Technology Training Institute 
    248. We Think Code 
    249. Wellinkwise Pty Ltd 
    250. WEST COAST COLLEGE FET 
    251. WESTERN COLLEGE FOR FURTHER EDUCATION AND TRAINING 
    252. Whitestone College 
    253. WonderKids Academy 
    254. Woosh Consultants (Pty) Ltd 
    255. WORK SKILLS RESOURCES CC 
    256. World Wide Education Providers(Pty)Ltd 
    257. World Wise Industries & Systems Engineering 
    258. WW.IT-IQ Training & Solutions 
    259. Xylo Trading 12 (Pty) Ltd 
    260. YAB Business Solutions (Pty)Ltd 
    261. Yellow Media Learning Institute (Pty) Ltd 
    262. YITRO INNOVATIONS 
    263. ZA WIT (PTY) LTD 
    264. ZJ Africa Learn 


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